ETS Inclusion Instructional Specialist, Haggerty School (0.50 FTE) bei Cambridge Public Schools

Position: Extended Term Substitute, Inclusion Instructional Specialist

Available October 2025 through January 2026

Haggerty School/Office of Student Services

Haggerty School Community:

Our school motto, “Everyone is Different, Everyone Belongs” is the foundation of our commitment to diversity and inclusion. We believe that all students can achieve at high levels and that, in order to do so, students and families from historically marginalized groups may need more. The Haggerty Staff is actively engaged in racial equity work, including conversations about the impact of racism, implicit bias, the dominant culture, and white privilege on our individual and collective work. We are a “work in progress” as we look to make change, and we are seeking candidates who will join us willingly in this crucial endeavor for the success of all students.

At Haggerty, we believe that learning unfolds when we provide conditions in which children can explore, inquire, and shape their own understandings.  The school values the culture and beliefs that each child brings to the classroom, and teachers believe that children must engage with their world in order to make sense of it and build their knowledge. Each student is expected to take responsibility for his/her own learning while collaborating, supporting, and respecting others.  We are committed to relationships and rapport being foundational to the conditions needed for successful collegiality, caregiver participation, and student success.

The Office of Student Services:

The Office of Student Services (OSS) is responsible for providing a variety of supports and services to students in Cambridge Public Schools (CPS). Our programs are dedicated to ensuring equitable access and success for students with disabilities and students who have advanced learning needs. 

The Opportunity:

The Inclusion Instructional Specialist is responsible for developing the instructional program to meet the individual needs of the inclusion student within the general education classroom. Work with teachers to regularly engage in collaborative problem-solving, supporting inclusive practice, and is a resource to support the least restrictive environment. 

Key Responsibilities: 

• Supports special educators in the development, monitoring, and implementation of a student's Individual Education Plan (IEP) and student-centered evidence-based instructional plans.  
• Assists the classroom teacher in designing and implementing effective inclusive practices in the classroom aligned with culturally responsive teaching based on complex student learning profiles. 
• Assist OSS leadership with the design and maintenance of sub-separate programs in the school (i.e., ASD, DD). 
• Develops a plan for consulting and coaching teachers to increase culturally responsive, inclusive practices, policies, or programs. 
• Trains and coaches general and special education staff in the application of effective instructional methodologies, including Universal Design for Learning, Social Emotional Learning, and Positive Behavioral Intervention Supports.
• Develop programs across differing learning environments that promote positive academic, social, and behavioral outcomes. 
• Provides ongoing support and training to specialists on designing student-centered, specially designed instruction. 
• Assists the general education classroom teacher with modifications and strategies for including the inclusion student as much as practical. 
• Partners with school-based staff (i.e. classroom teachers, literacy and math coaches, speech-language specialists, school psychologists, and the principal) to design classroom-based interventions that can increase a student’s chances for success. 
• Consults and collaborates with general education staff and specialists around developing and implementing behavior plans/charts to manage behaviors that affect a student’s learning; work with a team to provide a comprehensive approach to behavior management that includes evaluation, data collection, interventions, and regular monitoring. 
• Integrates technology within the instruction to increase student comprehension and interest. 
• Assist with the development and implementation of MCAS accommodations and  MCAS-Alt grade level competency portfolio. 
• Collaboratively engages family members’ participation with stakeholders. 
• Advocates on behalf of students and their families. 
• In collaboration with the classroom teacher, assist in providing direct instruction to identified students with moderate to significant needs as outlined in their IEP. 
• Other duties as assigned.

Your Skill Set:

As the incoming Inclusion Instructional Specialist, you will possess many, though perhaps not all, of the following characteristics and qualifications:

• Bachelor’s degree, or higher, from an accredited college or university in Special Education with a concentration on learning disabilities. 
• Massachusetts Certification of Teacher (severe or moderate special needs) required.
• Experience working with students with intensive/complex needs. 
• Experience in providing systematic, multi-sensory, evidence-based reading instruction.
• Ability to handle a multitude of complex issues. 
• Excellent organizational skills, oral and written communication skills, ability to build rapport with educators.

How to Join Our Team: 

Apply online at www.cpsd.us. Please upload a resume and thoughtful cover letter, outlining how your skills and experience meet the qualifications of the position and stating how you heard about this opportunity.

At the Cambridge Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district.